Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As a result, there’s quite a lot for colleges and universities to consider in the wide open frontier called badging.
During this ELI Course, participants will:
Explore core concepts that define digital badges, as well as their benefits and use in learning-related contexts
Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials—and more
Join us for this three-part series. Registration is open.
We’re now seeing a move toward mid-range, standalone VR headsets with everything built into the device. Some include their own processors, while others, like the forthcoming Microsoft headset, will work with current desktops. Microsoft’s device claims to do both VR and a modified version of mixed reality
The low end of the VR spectrum has been dominated by Google Cardboard, with over 10 million distributed
AR burst into the public’s consciousness with the Pokemon Go craze in 2016. And Snap (formerly Snapchat) expanded the range of their social media platform with the release of Spectacles, their wearable glasses and World Lens filters that add digital objects to your environment. A second version of Spectacles may include far more extensive AR capabilities.
At Facebook’s spring F8 conference, Mark Zuckerberg made the case that our mobile cameras will be the first popular AR platform. Apple just announced ARKit for iOS at their June WWDC developers conference.
Meta Glasses has been developing its own mixed reality unit that offers a wider field of view than the 40° of HoloLens. And Intel’s Project Alloy promises a “Merged Reality” headset prototype combining both VR and AR by the end of this year.
Aryzon which is creating a Google Cardboard-like device for simple AR experiences. Another is the NOLO Project, which offers an HTC Vive-like experience with full freedom of movement using only a plastic headset and your phone.
Dictation.io doesn’t require students to register in order to use it. It also supports more than two dozen languages. Those two aspects of Dictation.io make it accessible to students who don’t have Google Docs accounts and to those who don’t speak English as their first language.
Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. Technology has fundamentally changed our relationship to knowledge and this increases the value of critical thinking, but we need to redesign our courses to deliver this value. The most important benefits to using technology occur outside of the classroom. New technology can increase student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content, but need better ways to interact with material before every class. By using online quizzes and games, rethinking our assignments and course design, we can create more class time for the activities and interactions that most spark the critical thinking and change of mental models we seek.
The New York Times VR app (available for iOS and Android) we can now experience parts of Antarctica in virtual reality. As a part of their Antarctica series The New York Times has published four short films (9-15 minutes) that can be viewed in virtual reality.
some of the findings in Kahoot!’s first-ever EdTrends Report : Google is gaining a stronghold in United States classrooms, with Chrome OS expanding its presence on school computers, while Apple’s iOS has been on the decline since the first quarter of 2015 among students and teachers.
Chromebook had the highest number of users among teachers (44 percent) and students (46 percent), when they were asked about their top devices used. Google’s Productivity Suite (G Suite or Classroom) was the most widely used productivity suite in U.S. classrooms, with 57 percent saying they used it, compared to 23 percent saying they used Microsoft Office 365.
a majority of educators (more than 60 percent) said the purpose of adopting education technology was to increase student productivity and efficiency. Their key educational priorities for 2017-18 are “to improve student learning and outcomes” (88 percent), and to “better leverage available time and motivate students” (71 percent).
Educators saw the top ed tech trends in the next school year as:
Digital platforms for teaching, learning and assessment;
Computational thinking, coding and robotics;
Increased understanding of data; and
Some other key findings in the report include:
A majority of U.S. public school educators surveyed said they are challenged with budget restraints and lack of resources when it comes to implementing education technology;
A majority of U.S. private school educators said they lack training to understand or adopt new technology;
Many public and private school educators said they saw the adoption of “technology for the sake of technology” as a challenge;
Educators in California struggle with lack of training and “technology for the sake of technology,” while teachers in Texas struggle with bureaucracy, budget constraints and a lack of resources.
MPS students will be receiving devices that come with 3GB of high-speed LTE data (with unlimited data available at 2G speeds if usage exceeds that amount). Students can keep their device up to four years while they are in high school no cost, according to initiative site. Additionally, devices are equipped with filters to block adult content that cannot be disabled and are Free Children’s Internet Protection Act (CIPA) compliant.
The design of blended learning curriculum will be more diversified and personalized with the integration of creative in-class active learning strategies and innovative educational technologies, such as adaptive learning, virtual reality, mobile technologies
Quality assurance is the biggest challenge with implementing blended learning in the higher education environment today. I would propose institutions to adopt evidence-based standards for course evaluations. For instance, the OLC Quality Scorecard for Blended Learning Programs
App Smashing is the process of using multiple apps to create projects or complete tasks. App Smashing can provide your students with creative and inspired ways to showcase their learning and allow you to assess their understanding and skills.
Content created in one app transferred to and enhanced by a second app and sometimes third. Preferably the final product is then published to the web – remember, digital presence is the new résumé (CV).
Reasons to App Smash:
It demands creative thinking
It demands more from the technology (value for money)
It turns the issue of not having a ‘wonder app’ into a positive
It removes any restrictions to take a topic as far as it can be taken.
It often results in more engaging learning products
It’s a fun challenge for ‘digital natives’
Key rules for successful App Smashing:
Use the Camera Roll as your main conduit between apps
Leave the app choice to the students
Have a list of apps capable of smashing content together (See below)